Participatory data analysis: a step too far?


Nind, Melanie (2011) Participatory data analysis: a step too far? Qualitative Research, 11, (4), 349-363. (doi:10.1177/1468794111404310).

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Description/Abstract

Interest in participatory research methods has grown considerably in the spheres of research with children and young people and research with people with learning disabilities. This growth is rooted in different but related paradigm shifts in childhood and disability. I argue that despite developments in participatory approaches, participatory data analysis has been attempted less than participation in other aspects of research with either children or people with learning disabilities, and that the challenges involved in this are particularly under-explored and important with the latter where we need to investigate what is possible. I discuss why participation in analysis is often neglected before reviewing different responses to the challenge including examples of informal and formal, unstructured and structured, trained and untrained, explicit and implicit approaches. Finally I make the case for authentic reciprocal learning in exploring the potential benefits of participatory analysis to people and to research.

Item Type: Article
ISSNs: 1438-5627 (print)
Keywords: data analysis, emancipatory research, inclusion, learning difficulties, participatory methods
Subjects: H Social Sciences > HA Statistics
L Education > LC Special aspects of education
R Medicine > RJ Pediatrics > RJ101 Child Health. Child health services
Divisions: University Structure - Pre August 2011 > School of Education > Social Justice and Inclusive Education
ePrint ID: 161833
Date Deposited: 05 Aug 2010 09:00
Last Modified: 28 Mar 2014 15:21
Projects:
National Centre for Research Methods - Hub (Second Term)
Funded by: ESRC (RES-576-47-5001-01)
Led by: Patrick Sturgis
1 April 2009 to 31 March 2015
URI: http://eprints.soton.ac.uk/id/eprint/161833

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